How to solve life problems in mathematics teaching, arouse students' learning enthusiasm and promote students' learning, I will talk about some ideas in this regard combined with the teaching of new courses:
First, introduce mathematics in life into the classroom
Students should not only think with their own brains, but also see with their own eyes, listen with their own ears, speak with their own mouths, operate with their own hands and feel with their own hearts. This is not only the need to understand knowledge, but also the need to stimulate students' vitality and cultivate their feelings for mathematics. Therefore, as teachers, we should provide students with time and space to fully engage in mathematics activities and provide rich, realistic and challenging situations.
For example, in the teaching of "Practical Activities-Happy Weekend", although the textbooks also provide vivid and rich realistic situations, which static pictures can arouse students' interest more than dynamic games and competitions? Moreover, this part of knowledge has arranged five activity scenes, and if they are solved one by one, there is not enough time. Therefore, considering the age characteristics and strong sense of competition of the students in the class, I integrated the contents of the teaching materials and chose the tournament suitable for indoor activities as the main learning content. First, review the knowledge of "Ji" and "Ji" in combination with the queue training of ring players; Then, through the scores of three circles set by each person, train the students' oral calculation and estimation ability; Then the champion and runner-up are judged in the performance statistics, and mathematical questions are raised about the process and result of the activity. Finally, students discuss and solve the other four activity scenes in groups. Let them know and master basic mathematical knowledge, skills and methods in the process of inquiry activities and problem solving, and encourage group learning, cooperation and communication, sharing with others and independent thinking.
Another example is that in the teaching of "addition and subtraction of 0", I ask students to tell the story of "kittens eat fish" by looking at pictures, and realize "subtracting the same number to get 0" in the story; When teaching "Ji" and "Ji", I let students feel the difference between "Ji" and "Ji" by queuing; When teaching "addition and subtraction within 20", I let students experience the process of "adding to 10" by putting a small stick, and so on. In short, in the actual classroom teaching, I often use stories, games, hands-on operations, live performances and other ways to integrate the knowledge points of this class, so that students can experience the formation of mathematical knowledge and skills in various activities, feel some mathematical phenomena, find and solve practical problems, and experience mathematics in activities.
For example, in the teaching of "comparison", let students compare the length, height, size and weight of some common objects in daily life. In practice, choose common themes or interesting scenes in students' life, such as designing a small magic trick: holding two pencils in your hand, one is long and the other is short (the longer one is shorter, the shorter one is longer), so that students can compare the length first, and then open their hands to show it, so that students can feel that there is mathematics in the magic.
Second, the cartoon characters into the classroom
Although some scenes in the textbook come from life, they are far from life. Students like the protagonist in fairy tales who is far from reality. The appearance of these protagonists can give full play to students' imagination and solve mathematical problems. Therefore, taking this as a starting point and arranging your favorite animals to study with them can also arouse students' enthusiasm and make learning refine life. For example, in the practice of "8 is less than 10 and 7 is less than 10", I showed the clever monkey and asked him to arrange class activities, and asked him to divide the class into two teams, the squirrel team and the bear team, to win the red flag, which team would win the symbol of "blue cat". Because of the animated characters familiar to the students, the classroom is full of childlike interest. In the last link, the clever monkey thought that the children of both teams were excellent, so he took everyone to the orchard to pick fruit. First, choose your favorite fruit, and then answer the above oral calculation questions. This fruit is for you. At this time, the students held their little hands high and wanted to get the fruit, which made the students feel that learning mathematics was really interesting and happy.
Third, apply mathematics in class to life.
In the practice of mathematics teaching, I do this: according to the content of the new lesson, let students collect "mathematics problems around them" and write them down every day. For example, after teaching "recognizing the position", let students introduce the layout of their small rooms with "up and down, front and back, left and right".
For example, after teaching Time, I asked the students to arrange their work and rest time reasonably and draw pictures and paste them in the room every day.
For another example, after teaching Classification, I arranged a competition for students to tidy up their schoolbags in combination with the content of the moral course. Students not only mobilized their enthusiasm in the competition, but also deeply felt that only reasonable classification can better organize their schoolbags.
In a word, teaching should be good at combining the reality of life, grasping typical cases and teaching thinking methods, so that students can truly appreciate the interest and practicality of mathematics learning, discover, experience and like mathematics in their lives, and make mathematics classroom teaching adapt to the needs of the development of the times and the development of students' personality, thus cultivating a group of talents who can really meet the needs of the future society.